Teachers often use worksheets to structure students’ individual or group work during class. A good worksheet communicates purpose, instructions, and allows the teacher to quickly assess a student’s progress. As a new teacher, it may be useful for you to take examine a worksheet that has been completed by a student, analyze the task guided by the worksheet, and reflect on what the student learned. This page is meant to support this process.
Instructions
Create a copy of this page and use it to analyze a student’s work on a class worksheet by completing the steps below.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
These artifacts are from an anatomy class at Coventry High School. The lesson was on the anatomy of a crayfish, students were to dissect and key out morphological features of a crayfish. Apply skills and concepts learned about crayfish anatomy to …
Locate specific crayfish structures
Diagram and label crayfish structures
Examine and analyze appendage function
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
Item
Task
Key Concept or Skill
Cognitive Level 1 = Low (knowledge) 2= Med (application) 3 = High (synthesis or evaluation)
Crayfish Lab Handout
Pre-lab worksheet is to activate prior knowledge. Students use their knowledge from previous lessons to complete the pre lab worksheet.
Reading and activating prior knowledge. Preparing for upcoming lab.
1
lab worksheet; Pre-lab and Post-lab
Students will label crayfish anatomy. They will first dissect macro appendages from the crayfish before looking at organs and internal structures. This is required in order to proceed into the dissection lab. Teacher must sign off to make sure students properly completed pre lab before beginning activity.
Organizing and assembling Dissecting and assembling crayfish appendages and organs
2.5
Crayfish appendage table
Dissect and label various portions of the crayfish appendages.
Organizing and assembling Dissecting and assembling crayfish appendages and organs
3
Crayfish external anatomy worksheet
Students labeled external appendages of a crayfish on a piece of paper.
Knowledge/Comprehension Labeling appendages
1
4. Describe what students were supposed to learn during this lesson.
Students were supposed to learn crayfish/arthropod anatomy through this lesson. This includes the development of certain organs, their function/form and evolutionary adaptations. Students also honed in on their dissection skills as they will be performing more dissections in the future.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence do you have for this? Students were able to demonstrate their knowledge of arthropod anatomy by properly labeling anatomical features. These features included external anatomy (body parts) and internal organs. Students were also able to identify the function of these appendages and organs as well.
6. What might the student still be struggling with? What evidence is present? The students definitely struggled with the dissection alone. Many crayfish were thrown away and students had to start over. Aside from this, I noticed that some students had trouble finding some of the smaller appendages and some organs. This was evident during the lab.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why? I was satisfied by this worksheet. I believe that it measured the objectives that were aimed for the students to achieve that day in class. The worksheet/s are very repetitive though. I believe that that this is important because the students need to see material more than twice. Is repetition bad? so far I do not think so but only time will tell. These worksheets though could have had students do more thinking. It seemed that the worksheets ran the activity rather than the students.
Observe and Reflect 5
Introduction
Teachers often use worksheets to structure students’ individual or group work during class. A good worksheet communicates purpose, instructions, and allows the teacher to quickly assess a student’s progress. As a new teacher, it may be useful for you to take examine a worksheet that has been completed by a student, analyze the task guided by the worksheet, and reflect on what the student learned. This page is meant to support this process.
Instructions
Create a copy of this page and use it to analyze a student’s work on a class worksheet by completing the steps below.
1. What was the lesson about? (If you can, jot down a summary of the lesson’s topic or its objectives).
These artifacts are from an anatomy class at Coventry High School. The lesson was on the anatomy of a crayfish, students were to dissect and key out morphological features of a crayfish.
Apply skills and concepts learned about crayfish anatomy to …
2. Insert the photo of a student’s worksheet. (If possible, use a ‘scanner’ app on your iPad or iPhone to capture just the page or pages, and use Skitch to label the parts of the worksheet you wish to analyze)
3. Based on the worksheet’s task, complete the summary table below for at least three tasks/worksheet items.
1 = Low (knowledge)
2= Med (application)
3 = High (synthesis or evaluation)
Dissecting and assembling crayfish appendages and organs
Dissecting and assembling crayfish appendages and organs
Labeling appendages
4. Describe what students were supposed to learn during this lesson.
Students were supposed to learn crayfish/arthropod anatomy through this lesson. This includes the development of certain organs, their function/form and evolutionary adaptations. Students also honed in on their dissection skills as they will be performing more dissections in the future.
5. Based on the student’s answers on the worksheet you captured, what did the student understand? What evidence do you have for this?
Students were able to demonstrate their knowledge of arthropod anatomy by properly labeling anatomical features. These features included external anatomy (body parts) and internal organs. Students were also able to identify the function of these appendages and organs as well.
6. What might the student still be struggling with? What evidence is present?
The students definitely struggled with the dissection alone. Many crayfish were thrown away and students had to start over. Aside from this, I noticed that some students had trouble finding some of the smaller appendages and some organs. This was evident during the lab.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
I was satisfied by this worksheet. I believe that it measured the objectives that were aimed for the students to achieve that day in class. The worksheet/s are very repetitive though. I believe that that this is important because the students need to see material more than twice. Is repetition bad? so far I do not think so but only time will tell. These worksheets though could have had students do more thinking. It seemed that the worksheets ran the activity rather than the students.